Learner centered Education

Dynamic learning environments in the arts that nurture all students' capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students' capacities—not just the select few who excel in narrow subsets of intelligence. This article argues for a more socially just and equitable education that can be realized through and within cultures of thinking that develop students' balanced intelligence. A mixed model, research study conducted in visual art classrooms is highlighted, reporting the positive effect of balanced, learner-centered pedagogy and environments on the development of students' quality thinking and dispositions. More learner-centered classrooms also positively affected students' self-beliefs. This study resulted in new assessments for measuring students' balanced thinking skills

Im aktuellen islamisch-religionspädagogischen Diskurs ist ein Abschied von der traditionellen Art der Wissensvermittlung nach dem inhaltsorientierten Konzept und die Zuwendung zu einem reflektierten Lernprozess, der die Subjekte und ihre Lebenswelten ernst nimmt, evident.
Dieser Paradigmenwechsel in der islamischen religiösen Bildung hat bestimmte Konsequenzen – auch für die Korandidaktik, die einen wesentlichen Bestandteil des islamischen Religionsunterrichts bildet. Die Autorin nimmt diese Problematik zum Anlass und untersucht in einem interdisziplinären Rahmen die offenbarungs- bzw. schrifttheologischen und die hermeneutisch-exegetischen Voraussetzungen einer subjektorientierten und kontextsensiblen Koranarbeit. In Auseinandersetzung mit diesen und weiteren zentralen Fragen liefert die Studie die ersten wichtigen Ergebnisse für die religionspädagogische sowie die hermeneutisch-theologische Grundlegung einer zeitgemäßen Korandidaktik.

Abstract
This paper presents a critical analysis of Jerome Bruner’s (1915- ) progressive ideas on reforming education and their possible implications for developing English language teaching (ELT) in Libya. Constructive learning, discovery learning, motivation to learn and spiral curriculum represent the main principles of Bruner’s theoretical framework for reforming education. These ideas have significant implications for developing ELT as Bruner believes that any teaching method which utilizes these ideas often yields better results.

The effective integration of these ideas in Libyan language classrooms requires a radical change in the roles paled by teachers and learners. The role of the teacher would be facilitating students’ independent learning and promoting their active involvement and participation in the learning process. The language learner is no longer seen as a passive recipient of knowledge but rather is seen as an active constructor and processor of it. However, teachers’ different conceptions about the role of learner in the learning process which range from considering him/her as absolute passive to an active knowledgeable thinker have their impact on the successful integration of Bruner’s ideas in the language classroom. Moreover, specific social and cultural aspects of the Libyan context also have their obvious impact on this process. Therefore, these factors should be carefully considered if Bruner’s constructive ideas are to be successfully put into practice.

This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementation of LCP? The researcher adopted mixed research methods for data collection and analysis. Specifically the researcher used triangulation design. This study sampled 580 students, 115 teachers, 6 heads of secondary schools and one education inspector. Data collection instruments were questionnaires for students and teachers, in-depth interview guides for heads of school and educational inspector, observation guide and document analysis guides. The study found that teaching and learning resources are inadequate in schools. The government commit in supporting secondary schools is also lagging behind the required standards. Despite the fact that the government supports public secondary schools, yet private schools are far better in terms of resources and application of LCP. The government has to provide adequate

Abstract
This paper explores the link between learner autonomy and critical thinking and aims to propose a practical approach to promote both skills in English classes at Japanese univer- sities. Based upon the relevant literature review and examination of two survey question- naires, the conclusion indicates that autonomous learning skills play an essential role in developing critical thinking skills among university students. In addition, more emphasis needs to be placed on the role of the teacher as a facilitator in order to enhance the quali- ty of English education at Japanese universities.
Key words: critical thinking, English, facilitator, learner autonomy, promote

My advocacy is teachers' continuing professional growth, the practice and beliefs of which must be constantly fine-tuned with the school's philosophy. One must purposely get out of the comfort zone to get a more philosophical view. I teach in a learner-centered school, which puts the learner at the center of the educative process. Some pedagogical techniques are recognized as more learner-centered than others, but other methods could be transformed as well. It helps to consult literatures on how to grow more learner-centered. In this article, I share how I used McCombs and Miller's attributes of learner-centered leaders and best teachers, and Blumberg's model for transitioning to learner-centered instruction. I realize that I have yet to improve on sharing the responsibility in learning with my students. I anticipate pleasure and pain in shifting my beliefs on the boundary between teacher and students. The exercise demonstrates that the learner-centered mindset compels planning and adapting; preparing the classroom, lessons and instruction; and seeking new information and technology, all for making a teaching moment more helpful to each learner. For this reason, the learner-centered pedagogy contributes not only to the learner's growth but also to the teacher's growth in his or her own pedagogy.

The goal of this paper is to gain a deeper understanding of the role of teacher autonomy in the development of learner autonomy. Firstly, the general attributes of autonomous teachers are identified. Next, the teacher's role in scaffolding and learner support was emphasized through the illustration of regular weekly homework assignments and learner goal-setting practices. The conclusion indicates that learner autonomy is an essential element for successful learning and the teacher's gradual withdrawal from the learning process is needed in order to foster autonomous learning skills in students.

Keywords: Autonomy, learner autonomy, learner-centered, scaffolding, self-directed learning, Teacher autonomy

Abstract
This paper offers a critical analysis of Paulo Freire’s philosophy on contemporary education which implies his ideas on reforming education through applying a radical change in the aims of education, the relationship structure, the methodology, the materials and the assessment strategies. Paulo freire’s ideas are very popular worldwide and have been used as guidelines for reforming educational programmes for many disciplines in many contexts in North America, Latin America, in Europe and recently in Asia and Africa. Freire believed that his pedagogy was conceived as significant as a utopian for the Third World and therefore it is worth considering for reforming higher education in Libya.
Friere used the term ‘banking education’ to criticize the traditional methods of education in which knowledge is transmitted from the teacher to the student through a pre-determined set of curriculum. He called for liberating the education system to offer students the opportunity to develop their ideas and realize their abilities as active subjects in changing the world around them. The most interesting argument of Freire is his belief about the possibility of joining freedom with responsibility and therefore he suggested seeking a balanced approach through which both could be accounted for when educational plans and programmes are designed.
The realization of Friere’s ideas on education seems to be a very far reaching goal. Nevertheless, they offer a good model for reforming education especially if the particularities of the context of application are taken into consideration.

Mediation is a language activity that has been unjustly neglected when preparing law students for their future professional careers. When trained in a professional context, students need to develop and improve complex communicative skills. These include not only the traditional language skills such as reading, writing, listening and speaking, but also more advanced skills such as summarizing, providing definitions, changing registers etc. All these are involved in the students' acquisition of 'soft skills' that are particularly important for students of law since much of their future work involves interpersonal lawyer-client interaction. This article argues that mediation is a crucial (though previously underestimated) skill and that law-oriented ESP instruction should provide training aimed at developing this skill. Showing a practical application of this approach, the paper demonstrates that mediation can be successfully integrated in the legal English syllabus and make the learning of legal English more effective.

Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implement learner-centered education in the current education system which was designed for sorting rather than learning. Although an increasing number of research studies report that teachers have positive attitudes toward learner-centered education, there is a paucity of research that has examined teachers’ learner-centered practice. To address this gap, this study examined the strategies and tools used by 125 teachers to create learner-centered classrooms using an online survey. Further, the study explored the barriers they faced when using technology to facilitate learner-centered instruction. The strategies and tools used for learner-centered instruction are reported in six major categories: (1) getting to know individual students, (2) building a positive and supportive culture, (3) providing ...

Abstract
This study investigates the conceptions of eight post-graduate students of the role of facilitator in the language classroom. Analyzing the participants’ written responses to the question “what does the role of the facilitator in the language classroom mean to you?” yielded four conceptions of this role. These conceptions indicate students’ understanding of some basic principles and practices of this role. However, some more fundamental principles of this role were not reported by all the participants. This may reflect their lack of understanding of these principles which affects their effective implementation of this role. Generally, all the participants hold positive attitudes towards implementing this role for ELT in Libya.

The Allegory of the Cave is one of the most famous passages in the history of Western philosophy. Presented by the Greek philosopher Plato in his work Republic (360 BCE trans: Waterfield, 1998), the Allegory of the Cave poses questions about the perception of reality or truth. Plato sets the scene by asking the reader to imagine a group of prisoners who have been shackled in an underground cave since childhood. They are unable to move as their hands, feet and necks are all locked into place. Their entire lives, therefore, have been spent facing the same way, being able only to see the wall in front of them. Behind them, in a space they cannot see, is a large burning fire pit and, in the space between the fire pit and the prisoners, there is a walkway on which passers-by will travel, carrying various objects and making different sounds.

Available in hard copy: https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464

The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major

An paga-eksamen san usad na sinurat na paga-adal kay an konstruktibo na paga-analisa sani sa pamaagi san pagkuha san kabuuan san paga-adal, pagklasipika, pagtisting kag pagkumpara sani sa iba pa na paga-adal (Balendres, M.A. 2021). Ini naga aram kun nano kay ginhimo an mga paga-adal, ano na mga klase san paga-adal, paga-aram sa mga kakusugan kag kaluyahan, kag kun nano an mga importante na kaaraman na maikukumpara sa iba na paga-adal. Ini na paga-eksamen magakita partikular sa konsepto, prinsipyo kag epekto san usad na Learnercentered na mga gina-himo sa sistema san edukasyon. An mga para-tukdo an pinaka-importante sa mga pigura sa sistema san edukasyon tungod ini sa inda gina-hatag na impluwensya sa kalalabasan san katuyuan san edukasyon. Sabi san World Bank EdStats (2017), may ugwa san 84.23 ka-milyon na mga para-tukdo sa kalibutan sa iba-iba na lebel: sa elementarya, pre-primary (9.36 ka-milyon), elementarya (30.27 ka-milyon),

Change seems to be a constant in education. We can better understand and implement change in second language education if we look for connections between changes. The concept of paradigm shift offers one means of making such connections. This article describes eight changes that fit with the paradigm shift in second language education toward what is most often described as communicative language teaching. These eight changes are: learner autonomy, cooperative learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment and teachers as co-learners. The paradigm shift of which these changes are part is put into perspective as an element of larger shifts from positivism to postpositivism and from behaviorism to cognitivism. The authors argue that in second language education, although the paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to u...

Change seems to be a constant in education. We can better understand and implement change in second language education if we look for connections between changes. The concept of paradigm shift offers one means of making such connections. This article describes eight changes that fit with the paradigm shift in second language education toward what is most often described as communicative language teaching. These eight changes are: learner autonomy, cooperative learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment and teachers as co-learners.
The paradigm shift of which these changes are part is put into perspective as an element of larger shifts from positivism to post-positivism and from behaviorism to cognitivism. The authors argue that in second language education, although the paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to understand each change separately, second language educators have weakened their understanding by missing the larger picture; and (2) by trying to implement each change separately, second language educators have made the difficult task of change even more difficult.

This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementat...

Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users' interest (sense of belonging) is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users' interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.

This paper proposes a framework for foreign language teaching intended to better suit the background knowledge, perspectives, and preferences of language learners. Given current theory and research that emphasize the importance of the contributions that learners can make in the language classroom, this paper posits that the status quo of textbook development is insufficient to make language learning more learner-centered. Furthermore, it is only a symptom of broader top-down narratives in language education that place the educator and higher stakeholders as the sole arbiters of how target foreign languages are presented to learners. If the main objective of language education is to create an environment conducive to fluency in foreign languages, all other content considerations must be deemed secondary to an approach that favors curriculum and materials development informed by the perspectives of language learners. After detailing the relevant literature, this paper will provide a set of pedagogical guidelines for language educators, which are built around materials development that take the perspectives and background knowledge of learners into consideration. Finally, practical and theoretical implications for such a framework will be discussed.

The shift in the educational concepts from “teacher-centred education” to “student-centred education” led to the necessity of re-assessing teaching, learning and assessment strategies used in education. Active learning strategies are examples of the conceptual shift in education. Group based assessments are examples of active learning strategies that are believed to support this change in educational ideologies.   
This study highlights the concept of active learning and group-based assessment through an experience of applying two different methods of group-based quizzes on fourth year students of architectural engineering program. The two methods are: quiz bowl, and sit group quiz. The study also tries to track the effect of the selected quiz methods on students’ academic progress through their performance in these group assessments as well as in the individual assessments. The output of this experience is compared to previous semesters in which only individual assessment strategies were applied. It is found that incorporating group based quizzes helps in boosting the academic progress of low achievers, and reducing the gap between low and high achievers.

This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementat...

La evaluación de los aprendizajes en los cursos de matemática de carreras de ingeniería aparece como un tema controversial y sobre el cual se plantea la necesidad de debatir y repensar. Este trabajo describe los cambios realizados en el plan de evaluación de las asignaturas Cálculo Vectorial y Ecuaciones Diferenciales de la carrera Bioingeniería de la Facultad de Ingeniería en la Universidad Nacional de Entre Ríos. La Investigación.Acción (I-A) se convirtió en la protagonista del proceso investigativo a través del cual los docentes reflexionaron sobre su propia práctica con el objetivo de comprender las dificultades que la atraviesan y generar acciones para mejorarla. Los resultados de la I-A han generado cambios, tanto en la práctica docente como en el comportamiento de los estudiantes, así como también han impactado positivamente en el rendimiento académico.

This paper discusses the importance of designing well structured assignments that are based on Intended Learning Outcomes (ILOs). Through the researcher experience as an assistant professor in the department of Architectural Engineering, it is found that the quality of students' response to required assignments in the course of "Construction Management" together with their output was affected by the structure and design of the assignment itself.
The researcher designed an assignment about an important topic "Trade-off in Construction Projects Management" without writing the relative weight of tested ILOs in the assignment. After receiving students output of the assignment and marking it, the researcher modified the assignment in order to incorporate certain ILOs (Knowledge and Understanding skills, subject-specific skills, intellectual skills and transferable skills) with a relative weight assigned to each. The updated assignment was re-submitted to students. While re-marking students' output, it was found that the students' response and quality of their output was significantly improved.

Learner-centered education has been touted as an improvement over teacher-centered educational systems. However, educators and researchers need to be cautious about its problems, in addition to considering its benefits. The authors set out to identify challenges to learner-centered education through the eyes of educators in a truly learner-centered school with a self-directed, project-based learning approach. During their interviews, three administrators and all nine teachers described challenges that they faced in learner-centered instruction and learner-centered assessment. The hope is that the study makes learner-centered education easier for educators and more effective for students.

Learner-centered education has been touted as an improvement over teacher-centered educational systems. However, educators and researchers need to be cautious about its problems, in addition to considering its benefits. The authors set out to identify challenges to learner-centered education through the eyes of educators in a truly learner-centered school with a self-directed, project-based learning approach. During their interviews, three administrators and all nine teachers described challenges that they faced in learner-centered instruction and learner-centered assessment. The hope is that the study makes learner-centered education easier for educators and more effective for students.

In this arts-based research study, the creative concept of a co-constructed, learner-centered, and democratic syllabus (Marino, 1997; Matusov & Marjanovic-Shane, 2017; Ricci, 2012; Richmond, 2016; Shor, 1996) is creatively and critically examined through a poetic inquiry that focuses on its pedagogical significance in one of the Canadian teacher education programs. Specifically, the author aims to understand what this pedagogical significance means to her students-teacher candidates. The research question is: What does this syllabus-making experience mean to teacher candidates? The study reveals that the pedagogical significance of co-constructed syllabus is embodied in students’ changing self-perceptions as the active and critical knowledge creators, rather than the passive and immutable consumers of the provincial curriculum. Specifically, co-construction embodies diverse learning experiences, as the students struggle to understand why they have to co-construct their syllabus and ...

This study was to assess the perception of teachers and students on adequacy of resources and facilities for the implementation of Learner Centred Pedagogy (LCP) in secondary schools in Kilimanjaro region, Tanzania. Learner centred pedagogy was introduced in Tanzania curriculum since 2009. Learner centred pedagogy emphasizes the active role of learners in the process of learning to enhance creativity and critical thinking in acquiring knowledge, skills, and competences. This study was guided by the following research questions: To what extent secondary schools in Kilimanjaro region are equipped with adequate resources and facilities to implement LCP? To what extent the government supports schools with resources and facilities for the Implementation of Learner Centred Pedagogy? What are the bottlenecks in equipping secondary schools in Kilimanjaro region with adequate resources and facilities for LCP? What can be done to equip secondary schools with adequate resources for implementat...